Data: Nipomo High School

Informal assessment is monitored daily by teachers through daily assignments, portfolios, observations, and work samples. Formal assessment consists of the STAR testing, CST, and the CAHSEE. The school is working toward becoming a Professional Learning Community. We have spent the past few years looking at common assessments and holding students and teachers accountable for school learning. Departments are administrating pre and post testing to see what material needs re-teaching. Administrators are often seen walking around campus and in classrooms. They participate in formal and informal evaluations of the staff. As mentioned previously, Nipomo High School does not have special day classes. All students are included to the fullest extent possible. The philosophy at the school is that all students should be taught by highly qualified teachers. Special education students are placed alongside non-disabled peers at all times during the school day. They are in World History classes or Economics where the material is modified by the special education teacher, general education teacher, or instructional assistant. General education teachers are supported by the special education staff through collaboration either in the classroom or outside of the classroom. Student schedules reflect individual needs.

API scores:

2008 – 771
2009 – 770
2010 - 795
2011 - 783

Graduation Rate – 98%

CAHSEE Rates for the March census are between 88-90% with 100% of the general education population passing by their senior year.

Attendance rate – 95% for the past school year

Last updated: 10/03/2011